TRANSFORMATIONAL LEADERSHIPVIEW360 - Envisia Learning · PDF fileCONFIDENTIAL Report for Chris Sample May 2 2013 TRANSFORMATIONAL LEADERSHIPVIEW360 2 Summary Feedback Report Continued

TRANSFORMATIONAL LEADERSHIPVIEW360

Transformational Leadership View360 Profile for:Chris Sample

CONFIDENTIAL

May 2 2013

© 2013 Envisia Learning, Inc.This feedback report should not be used as the sole source of information concerning personnel actions including promotion, salary review, or termination.

CONFIDENTIALReport for Chris Sample

TRANSFORMATIONAL LEADERSHIPVIEW360May 2 2013 1

Summary Feedback Report

Introduction

This Feedback Report provides you information about how you are perceived on the 7 critical competencies required for competitive performance withinyour organization.

This Feedback Report summarizes information from questionnaires completed by the following number and type of raters:

Self 1

Manager 1

Peer 2

Subordinate 2

This Feedback Report gives you:

Competency DefinitionsSelf Awareness SummaryCompetency Rater OverviewCompetency SummaryMost Frequent / Least Frequent BehaviorsBehavior SummaryOpen Ended CommentsDevelopment Planning Guide



Summary Feedback Report Continued

What is Transformational Leadership?

Transformational leadership is a type of leadership style that leads to positive changes in those who follow. James MacGregor Burns (1978) firstintroduced the concept of transforming leadership in his descriptive research on political leaders, but this term is now used in organizational psychology aswell.

Burns distinguished between ordinary (transactional) leaders, who exchanged tangible rewards for the work and loyalty of followers, and extraordinary(transformational) leaders who engaged with followers, focused on higher order intrinsic needs and raised consciousness about the significance of specificoutcomes and new ways in which those outcomes might be achieved. Later, researcher Bernard M. Bass expanded upon Burns' original ideas to developwhat is today referred to as Transformational Leadership Theory.

According to Bass (1985), transformational leadership can be defined based on the impact that it has on followers. The followers of such a leader feeltrust, admiration, loyalty and respect for the leader and because of the qualities of the transformational leader are willing to work harder than originallyexpected. A transformational leader offers followers something more than just working for self-gain--they provide followers with an inspiring mission andvision and give them an identity. The leader transforms and motivates followers through his or her idealized influence (earlier referred to as charisma),inspirational motivation, intellectual stimulation and individual consideration.

What are the Elements of Transformational Leadership?

The Transformational Leadership 360 strategically assesses both transformational (skills which encourage, stimulate and engage individuals to performoutstanding results) and transactional (skills which enables the organization to function and utilize all resources efficiently) areas. The summary feedbackreport provides a comparison of self and other ratings on specific competencies in each of these areas.

Current Research on Transformational Leadership

Current research supports a significant association between transformational leadership styles with follower satisfaction with the leader, motivation of thefollower and job performance of the leader (Judge & Picolo, 2004). Current findings also suggest that transformational and transactional leadership istypically highly related making it difficult to separate their unique effects. Finally, a significant association between transformational leadership and jobperformance has been established in many recent cross-cultural studies (Judge & Piccolo, 2004).



Competency Definitions

Transformational

Painting a VisionCreates and communicates a clear vision of the future and achieves support and buy-in.

Intellectual StimulationEncourages others to work to the best of their potential; Provides work assignments that are stretching but achievable.

Treating People as IndividualsBuilds cooperative working relationships with others; Modifies style to work with others; Listens and seeks to under the viewpoints of others.

Career and Skill DevelopmentCoaches and develops individual talent and builds a high performance team.

Transactional

Goal SettingDefines strategies for the team, organizes resources to achieve goals and achieves results through realistic planning.

Performance Monitoring and ControlChecks to ensure projects, tasks and assignments are being completed on time and with quality; Effectively manages individual performance.

Providing FeedbackKeeps people up-to-date on the progress of work and provides feedback that people can accept in a timely manner.



Competency Definitions Continued

FREQUENCY RATING SCALE

1 = Almost Never

2 = Infrequently

3 = Sometimes

4 = Frequently

5 = Almost Always

NA = Not Observable or Not Applicable



Self-Awareness Index Introduction

INTRODUCTION

Research suggests that accurate self-awareness about one's strengths and potential areas of development is important for effective job performance andsuccess. The Self-Awareness Index provides a way for you to compare your own self-ratings to those of your raters (e.g. supervisor, direct reports,peers, etc.) on the critical competencies measured by Transformational Leadership View360.

The scores for all your raters have been averaged together and are compared to your own self-ratings and graphically displayed in one of the fourquadrants shown below. The Self-Awareness Index can be categorized in four distinct ways:

Potential Strengths - the competencies represented in this quadrant are those that were rated higher by your rater groups than your own selfratingsConfirmed Strengths - the competencies represented in this quadrant are those that were rated high by yourself and other rater groupsPotential Development Areas - the competencies represented in this quadrant are those that were rated lower by your rater groups than your ownself ratingsConfirmed Development Areas - the competencies represented in this quadrant are those that were rated low by yourself and other rater groups

High

Low

Potential Strengths Confirmed Strengths

Confirmed Development Areas Potential Development AreasOTH

ERR

ATI

NG

S

Low HighSELF RATINGS

HOW TO USE YOUR SELF-AWARENESS INDEX

First, examine the specific competencies that fall into each of these four quadrantsNext, explore the themes of these competencies to see how they may or may not be logically related to each other. It's important to continue toleverage those competencies that are categorized as Confirmed or Potential StrengthsFinally, consider ways to enhance skills and effectiveness in those competencies categorized as Confirmed or Potential Development Areas



Self-Awareness IndexSelf - All Raters (N = 5)

1 2 3 4 5

Low HighSelf Rating

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2

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5High

Low

All

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Confirmed StrengthsPotential Strengths

Confirmed Development Areas Potential DevelopmentAreas

Average Scores

Self AllRaters

A

B

CD

E

F

G

Confirmed Development AreasA. Painting a Vision 3.57 2.83B. Intellectual Stimulation 2.29 3.00C. Treating People as Individuals 3.43 2.83D. Career and Skill Development 2.71 2.71E. Goal Setting 3.43 3.03F. Performance Monitoring and Control 3.43 3.20G. Providing Feedback 3.14 3.03



Self-Awareness IndexSelf - Manager (N = 1)

1 2 3 4 5

Low HighSelf Rating

1

2

3

4

5High

Low

Man

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Rat

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Average Scores

Self Manager

A

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Self-Awareness IndexSelf - Peer (N = 2)

1 2 3 4 5

Low HighSelf Rating

1

2

3

4

5High

Low

Peer

Rat

ing



Average Scores

Self Peer

A

BC

D

EF

G




Self-Awareness IndexSelf - Subordinate (N = 2)

1 2 3 4 5

Low HighSelf Rating

1

2

3

4

5High

Low

Subo

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Rat

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Average Scores

Self Subordinate

AB

CD

EF

G




Competency Rater Overview

The table shows the Average score from all respondents (excludingyourself) for each competency. The graph shows how you have beenrated at the Competency level by each of the different respondent types.Each line relates to a different respondent category as indicated in thekey, with the letter corresponding to the competency in the table above.

Competency ScoreA Painting a Vision 2.83B Intellectual Stimulation 3.00C Treating People as Individuals 2.83D Career and Skill Development 2.71E Goal Setting 3.03F Performance Monitoring and Control 3.20G Providing Feedback 3.03

1

2

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5A

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C

DE

F

G

Self Manager Peer Subordinate



Competency Introduction

How to Interpret Your Graphs

The bar graphs that follow compare your perceptions to those of other rater groups using average scores for each of the 7 Transformational LeadershipView360 competencies. Each rater group category and scores will be shown separately on the graphs with the actual raw score averages and number ofraters shown on the right side. The thin line within each bar graph provides the range of scores for each rater group. The competencies are presented indescending order based on the average scores of all raters.

Differences of one-half a point or more by the different rater groups might suggest important perceptual differences. Each Transformational LeadershipView360 graph is easy to understand and interpret. You and your respondents were asked to rate the observed behaviors using the following 5-pointscale:

On the bar graphs that follow, the frequency ratings are indicated as shown below:

1 Almost Never2 Infrequently3 Sometimes4 Frequently5 Almost AlwaysNA Not Observable or Not Applicable

Avs "Avs" is the average score and corresponds with the bar length.

N "N" shows the number of respondents who answered the questions in this competency.

NR "NR" means no people from a particular rater group have responded.

AP "AP" means anonymity protection i.e., if fewer than a specified minimum number of people from a particular rater group have responded, the scoreis not shown to protect anonymity.



Competency Summary

Performance Monitoring and Control Avs NSelf 3.43 1Manager 3.57 1Peer 3.00 2Subordinate 3.21 2

Average 3.20 5

1 2 3 4 5

Providing Feedback Avs NSelf 3.14 1Manager 2.86 1Peer 3.29 2Subordinate 2.86 2

Average 3.03 5

1 2 3 4 5

Goal Setting Avs NSelf 3.43 1Manager 3.29 1Peer 2.86 2Subordinate 3.07 2

Average 3.03 5

1 2 3 4 5



Competency Summary Continued

Intellectual Stimulation Avs NSelf 2.29 1Manager 2.71 1Peer 3.00 2Subordinate 3.14 2

Average 3.00 5

1 2 3 4 5

Painting a Vision Avs NSelf 3.57 1Manager 3.14 1Peer 2.43 2Subordinate 3.07 2

Average 2.83 5

1 2 3 4 5

Treating People as Individuals Avs NSelf 3.43 1Manager 2.14 1Peer 3.14 2Subordinate 2.86 2

Average 2.83 5

1 2 3 4 5



Competency Summary Continued

Career and Skill Development Avs NSelf 2.71 1Manager 3.00 1Peer 2.29 2Subordinate 3.00 2

Average 2.71 5

1 2 3 4 5



Most Frequent Behaviors - All Raters

The following behaviors were identified by your respondents as your most frequently demonstrated behaviors and grouped by relevant competency. Theyare rank ordered so that the first item is perceived to be your most frequently demonstrated behavior. The number of raters is shown for each rating levelof the behavior. A box indicates your own self-rating on this behavior (Note: If there is no box present for an item, it means that you did not provide ananswer between the scale 1 and 5).

These represent behaviors perceived by others as frequently practiced. As such, you should consider ways to continue leveraging these behaviors asstrengths.

Most Frequent Behaviors Competency Ave

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Checks to ensure plans are on course (i.e., tracks and monitors progress on goals,tasks, and projects).

Performance Monitoring and Control 4.20 0 0 1 2 2

Builds collaborative working relationships with immediate colleagues and peers. Treating People as Individuals 3.60 0 2 0 1 2

Provides performance feedback that is clear, specific and behaviorally oriented. Providing Feedback 3.60 0 0 2 3 0

Provides tasks, projects and assignments that are stretching but achievable. Intellectual Stimulation 3.60 0 1 1 2 1

Identifies people's strengths and potential development areas. Performance Monitoring and Control 3.60 0 1 1 2 1

Coaches, trains and develops people. Career and Skill Development 3.40 0 1 2 1 1

Considers sufficient options and alternatives before making a decision. Goal Setting 3.40 0 1 2 1 1

Controls without interfering (i.e., monitors performance but empowers others tomake decisions and take actions to accomplish results).


Quickly analyzes relevant information and gains insight into problems. Intellectual Stimulation 3.40 0 1 2 1 1

Demonstrates high personal standards and integrity. Painting a Vision 3.40 0 2 0 2 1



Most Frequent Behaviors - All Raters


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Asks questions and probes to clarify what people are saying. Providing Feedback 3.40 0 1 1 3 0

Provides timely and ongoing individual performance feedback. Providing Feedback 3.40 1 0 0 4 0



Most Frequent Behaviors - Manager




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Is able to think beyond the immediate (i.e., demonstrates a longer term perspectiveon goals, plans and objectives).

Goal Setting 5.00 0 0 0 0 1

Inspires people to follow the vision. Painting a Vision 5.00 0 0 0 0 1

Quickly analyzes relevant information and gains insight into problems. Intellectual Stimulation 5.00 0 0 0 0 1



Sets an enviable example for others to follow. Painting a Vision 4.00 0 0 0 1 0

Creates a clear vision of the future. Painting a Vision 4.00 0 0 0 1 0

Discusses people's career goals and plans with them. Career and Skill Development 4.00 0 0 0 1 0

Builds a collaborative and high performance team. Career and Skill Development 4.00 0 0 0 1 0

Supports employee development and training initiatives. Career and Skill Development 4.00 0 0 0 1 0



Most Frequent Behaviors - Manager


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Defines and communicates goals and strategies for the team. Goal Setting 4.00 0 0 0 1 0

Achieves goals through realistic planning. Goal Setting 4.00 0 0 0 1 0




Influences people outside their direct control to accomplish tasks, projects andassignments.

Providing Feedback 4.00 0 0 0 1 0



Develops processes and procedures to monitor individual and team performance. Performance Monitoring and Control 4.00 0 0 0 1 0



Uses other people's time effectively. Performance Monitoring and Control 4.00 0 0 0 1 0



Most Frequent Behaviors - Peer




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Encourages others to challenge the status quo and take prudent risks. Intellectual Stimulation 3.50 0 0 1 1 0

Asks questions and probes to challenge other's thinking. Intellectual Stimulation 3.50 0 0 1 1 0

Tries to understand the other person's viewpoint. Treating People as Individuals 3.50 0 1 0 0 1

Encourages self-development and professional development. Career and Skill Development 3.50 0 0 1 1 0


Sets clear objectives and performance standards. Goal Setting 3.50 0 0 1 1 0



Most Frequent Behaviors - Peer


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Perseveres towards goals despite problems and challenges or until they are nolonger obtainable.


Provides performance feedback that motivates others. Providing Feedback 3.50 0 0 1 1 0



Motivates and inspires their team towards the vision and strategic goals of theorganization.

Painting a Vision 3.50 0 1 0 0 1



Most Frequent Behaviors - Subordinate




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Achieves buy-in and support to their vision. Painting a Vision 4.50 0 0 0 1 1





Keeps people up-to-date on the progress of work and assignments. Providing Feedback 4.00 0 0 0 2 0








Most Frequent Behaviors - Subordinate


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Encourages others to work to their best potential and utilize their signaturestrengths.

Intellectual Stimulation 3.50 0 0 1 1 0

Encourages others to critically evaluate their ideas, arguments and suggestions. Intellectual Stimulation 3.50 0 1 0 0 1


Recognizes and responds to unspoken thoughts and feelings (i.e., non-verbalbehavior).

Treating People as Individuals 3.50 0 0 1 1 0


Treats people fairly as unique individuals. Treating People as Individuals 3.50 0 0 1 1 0




Least Frequent Behaviors - All Raters

The following behaviors were identified by your respondents as your least frequently demonstrated behaviors and grouped by relevant competency. Theyare rank ordered so that the first item is perceived to be your least frequently demonstrated behavior. The number of raters is shown for each rating levelof the behavior. A box indicates your own self-rating on this behavior (Note: If there is no box present for an item, it means that you did not provide ananswer between the scale 1 and 5).

These represent behaviors perceived by others as infrequently practiced. As such, you should consider practicing these behaviors more frequently orhelping others understand when you do demonstrate them.

Least Frequent Behaviors Competency Ave

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Uses delegation as a development opportunity. Career and Skill Development 1.80 2 2 1 0 0

Treats mistakes as an opportunity for learning. Career and Skill Development 2.00 1 3 1 0 0

Changes their interpersonal style and approach according to who they are dealingwith.



Answers questions succinctly and in a clear manner. Providing Feedback 2.20 1 2 2 0 0



Reviews and discusses individual performance on a regular basis. Performance Monitoring and Control 2.40 0 3 2 0 0



Inspires confidence in his / her strategic goals and objectives. Painting a Vision 2.60 1 2 1 0 1



Least Frequent Behaviors - All Raters


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Least Frequent Behaviors - Manager




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Asks questions and probes to challenge other's thinking. Intellectual Stimulation 1.00 1 0 0 0 0

Encourages others to critically evaluate their ideas, arguments and suggestions. Intellectual Stimulation 1.00 1 0 0 0 0









Recognizes the different capabilities and signature strengths of individuals. Treating People as Individuals 2.00 0 1 0 0 0



Least Frequent Behaviors - Manager


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Treats people fairly as unique individuals. Treating People as Individuals 2.00 0 1 0 0 0



Intellectual Stimulation 2.00 0 1 0 0 0

Keeps people up-to-date on the progress of work and assignments. Providing Feedback 2.00 0 1 0 0 0


Identifies problems in their early stages. Performance Monitoring and Control 2.00 0 1 0 0 0







Least Frequent Behaviors - Peer




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Achieves buy-in and support to their vision. Painting a Vision 1.50 1 1 0 0 0





Discusses people's career goals and plans with them. Career and Skill Development 2.00 1 0 1 0 0

Develops processes and procedures to monitor individual and team performance. Performance Monitoring and Control 2.00 0 2 0 0 0



Least Frequent Behaviors - Subordinate




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Answers questions succinctly and in a clear manner. Providing Feedback 1.50 1 1 0 0 0





Inspires confidence in his / her strategic goals and objectives. Painting a Vision 2.00 0 2 0 0 0








Least Frequent Behaviors - Subordinate


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Providing Feedback 2.50 0 1 1 0 0


Is able to think beyond the immediate (i.e., demonstrates a longer term perspectiveon goals, plans and objectives).



Listens to others for understanding. Treating People as Individuals 2.50 0 1 1 0 0





Behavior Summary

The average score for each Transformational Leadership View360 competency and specific questions are summarized below for each rater category (1 to5 frequency scale with higher scores corresponding to more frequently observed behavior). If the symbol AP appears instead of a score it meansanonymity protection (i.e., fewer than a specified minimum number of people from a particular rater group have responded, the score is not shown toprotect anonymity). If the symbol NR appears instead of a score it means no people from a particular rater group have responded. The competencies arepresented in descending order based on the average scores of all raters. If the symbol AP appears instead of a score it means anonymity protection (i.e.,fewer than a specified minimum number of people from a particular rater group have responded, the score is not shown to protect anonymity). If thesymbol NR appears instead of a score it means no people from a particular rater group have responded. The competencies are presented in descendingorder based on the average scores of all raters.

The number in parentheses next to the average score is an index of or measure of rater agreement. The range of scores for this statistical measure ofrater agreement is 0 to 1 where "1" represents total agreement by all raters. A score closer to "0" suggests that there exists a wider level of disagreementamong raters in their perceptions of how frequently you demonstrate specific actions or behaviors. The higher the agreement score, the greater theconsistency and agreement among raters. An agreement score of less than .50 might suggest that you interpret the average score with caution as it mightnot truly represent an accurate indication of how you are perceived by all raters providing you with feedback.

Questions Self Manager Peer Subordinate AveragePerformance Monitoring and Control 3.43 (0.41) 3.57 (0.48) 3.00 (0.43) 3.21 (0.46) 3.20 (0.44)

Checks to ensure plans are on course (i.e., tracks and monitors progress ongoals, tasks, and projects).

4.00 (1.00) 4.00 (1.00) 4.50 (0.75) 4.00 (0.50) 4.20 (0.63)

Identifies people's strengths and potential development areas. 4.00 (1.00) 5.00 (1.00) 3.00 (0.50) 3.50 (0.75) 3.60 (0.49)


3.00 (1.00) 4.00 (1.00) 3.00 (1.00) 3.50 (0.25) 3.40 (0.49)

Uses other people's time effectively. 1.00 (1.00) 4.00 (1.00) 3.00 (0.00) 3.00 (0.50) 3.20 (0.27)

Develops processes and procedures to monitor individual and teamperformance.

5.00 (1.00) 4.00 (1.00) 2.00 (1.00) 3.00 (0.50) 2.80 (0.51)

Identifies problems in their early stages. 4.00 (1.00) 2.00 (1.00) 3.00 (1.00) 3.00 (0.50) 2.80 (0.63)

Reviews and discusses individual performance on a regular basis. 3.00 (1.00) 2.00 (1.00) 2.50 (0.75) 2.50 (0.75) 2.40 (0.76)



Behavior Summary Continued

Questions Self Manager Peer Subordinate AverageProviding Feedback 3.14 (0.38) 2.86 (0.44) 3.29 (0.42) 2.86 (0.47) 3.03 (0.43)

Provides performance feedback that is clear, specific and behaviorally oriented. 3.00 (1.00) 4.00 (1.00) 3.50 (0.75) 3.50 (0.75) 3.60 (0.76)

Provides timely and ongoing individual performance feedback. 1.00 (1.00) 1.00 (1.00) 4.00 (1.00) 4.00 (1.00) 3.40 (0.40)

Asks questions and probes to clarify what people are saying. 4.00 (1.00) 4.00 (1.00) 4.00 (1.00) 2.50 (0.75) 3.40 (0.60)

Keeps people up-to-date on the progress of work and assignments. 2.00 (1.00) 2.00 (1.00) 3.00 (0.00) 4.00 (1.00) 3.20 (0.27)


5.00 (1.00) 4.00 (1.00) 2.50 (0.25) 2.50 (0.75) 2.80 (0.42)

Provides performance feedback that motivates others. 4.00 (1.00) 2.00 (1.00) 3.50 (0.75) 2.00 (0.50) 2.60 (0.49)

Answers questions succinctly and in a clear manner. 3.00 (1.00) 3.00 (1.00) 2.50 (0.75) 1.50 (0.75) 2.20 (0.63)

Goal Setting 3.43 (0.48) 3.29 (0.36) 2.86 (0.63) 3.07 (0.42) 3.03 (0.47)

Considers sufficient options and alternatives before making a decision. 4.00 (1.00) 4.00 (1.00) 2.50 (0.75) 4.00 (0.50) 3.40 (0.49)


4.00 (1.00) 2.00 (1.00) 3.50 (0.75) 3.50 (0.25) 3.20 (0.42)

Defines and communicates goals and strategies for the team. 4.00 (1.00) 4.00 (1.00) 3.00 (1.00) 3.00 (1.00) 3.20 (0.80)

Is able to think beyond the immediate (i.e., demonstrates a longer termperspective on goals, plans and objectives).

3.00 (1.00) 5.00 (1.00) 3.00 (1.00) 2.50 (0.25) 3.20 (0.34)

Organizes and provides adequate resources to achieve goals. 1.00 (1.00) 3.00 (1.00) 3.00 (1.00) 3.00 (0.50) 3.00 (0.68)

Sets clear objectives and performance standards. 4.00 (1.00) 1.00 (1.00) 3.50 (0.75) 3.50 (0.75) 3.00 (0.45)

Achieves goals through realistic planning. 4.00 (1.00) 4.00 (1.00) 1.50 (0.75) 2.00 (1.00) 2.20 (0.51)

Intellectual Stimulation 2.29 (0.77) 2.71 (0.21) 3.00 (0.62) 3.14 (0.54) 3.00 (0.48)

Provides tasks, projects and assignments that are stretching but achievable. 3.00 (1.00) 5.00 (1.00) 3.00 (0.50) 3.50 (0.75) 3.60 (0.49)




Questions Self Manager Peer Subordinate AverageIntellectual Stimulation 2.29 (0.77) 2.71 (0.21) 3.00 (0.62) 3.14 (0.54) 3.00 (0.48)

Quickly analyzes relevant information and gains insight into problems. 2.00 (1.00) 5.00 (1.00) 3.00 (1.00) 3.00 (0.50) 3.40 (0.49)


2.00 (1.00) 2.00 (1.00) 2.50 (0.75) 3.50 (0.75) 2.80 (0.63)

Encourages others to critically evaluate their ideas, arguments andsuggestions.

2.00 (1.00) 1.00 (1.00) 3.00 (0.50) 3.50 (0.25) 2.80 (0.27)

Encourages others to challenge the status quo and take prudent risks. 3.00 (1.00) 2.00 (1.00) 3.50 (0.75) 2.50 (0.75) 2.80 (0.63)

Asks questions and probes to challenge other's thinking. 2.00 (1.00) 1.00 (1.00) 3.50 (0.75) 3.00 (0.50) 2.80 (0.42)

Demonstrates the ability to sell the benefits of new ideas. 2.00 (1.00) 3.00 (1.00) 2.50 (0.75) 3.00 (1.00) 2.80 (0.80)

Painting a Vision 3.57 (0.41) 3.14 (0.38) 2.43 (0.23) 3.07 (0.39) 2.83 (0.30)

Demonstrates high personal standards and integrity. 2.00 (1.00) 2.00 (1.00) 3.50 (0.25) 4.00 (1.00) 3.40 (0.40)

Achieves buy-in and support to their vision. 4.00 (1.00) 3.00 (1.00) 1.50 (0.75) 4.50 (0.75) 3.00 (0.29)

Sets an enviable example for others to follow. 5.00 (1.00) 4.00 (1.00) 2.50 (0.25) 3.00 (0.50) 3.00 (0.37)

Creates a clear vision of the future. 3.00 (1.00) 4.00 (1.00) 1.50 (0.75) 3.50 (0.75) 2.80 (0.42)

Inspires people to follow the vision. 4.00 (1.00) 5.00 (1.00) 1.50 (0.75) 2.50 (0.25) 2.60 (0.19)

Inspires confidence in his / her strategic goals and objectives. 5.00 (1.00) 3.00 (1.00) 3.00 (0.00) 2.00 (1.00) 2.60 (0.32)


2.00 (1.00) 1.00 (1.00) 3.50 (0.25) 2.00 (0.50) 2.40 (0.25)

Treating People as Individuals 3.43 (0.41) 2.14 (0.68) 3.14 (0.44) 2.86 (0.47) 2.83 (0.46)

Builds collaborative working relationships with immediate colleagues andpeers.

3.00 (1.00) 2.00 (1.00) 4.50 (0.75) 3.50 (0.25) 3.60 (0.32)




Questions Self Manager Peer Subordinate AverageTreating People as Individuals 3.43 (0.41) 2.14 (0.68) 3.14 (0.44) 2.86 (0.47) 2.83 (0.46)

Recognizes and responds to unspoken thoughts and feelings (i.e., non-verbalbehavior).

5.00 (1.00) 3.00 (1.00) 3.00 (0.50) 3.50 (0.75) 3.20 (0.63)

Listens to others for understanding. 5.00 (1.00) 3.00 (1.00) 3.00 (0.50) 2.50 (0.75) 2.80 (0.63)

Treats people fairly as unique individuals. 3.00 (1.00) 2.00 (1.00) 2.50 (0.75) 3.50 (0.75) 2.80 (0.63)

Recognizes the different capabilities and signature strengths of individuals. 2.00 (1.00) 2.00 (1.00) 3.00 (0.50) 3.00 (0.50) 2.80 (0.51)

Tries to understand the other person's viewpoint. 2.00 (1.00) 2.00 (1.00) 3.50 (0.25) 2.00 (1.00) 2.60 (0.40)

Changes their interpersonal style and approach according to who they aredealing with.

4.00 (1.00) 1.00 (1.00) 2.50 (0.75) 2.00 (0.50) 2.00 (0.55)

Career and Skill Development 2.71 (0.36) 3.00 (0.54) 2.29 (0.48) 3.00 (0.40) 2.71 (0.43)

Coaches, trains and develops people. 2.00 (1.00) 2.00 (1.00) 3.50 (0.75) 4.00 (0.50) 3.40 (0.49)

Supports employee development and training initiatives. 3.00 (1.00) 4.00 (1.00) 2.00 (0.50) 4.00 (1.00) 3.20 (0.42)

Encourages self-development and professional development. 1.00 (1.00) 3.00 (1.00) 3.50 (0.75) 3.00 (0.50) 3.20 (0.63)

Discusses people's career goals and plans with them. 4.00 (1.00) 4.00 (1.00) 2.00 (0.50) 3.00 (0.50) 2.80 (0.42)

Builds a collaborative and high performance team. 1.00 (1.00) 4.00 (1.00) 1.50 (0.75) 3.00 (0.50) 2.60 (0.40)

Treats mistakes as an opportunity for learning. 4.00 (1.00) 2.00 (1.00) 2.00 (1.00) 2.00 (0.50) 2.00 (0.68)

Uses delegation as a development opportunity. 4.00 (1.00) 2.00 (1.00) 1.50 (0.75) 2.00 (0.50) 1.80 (0.63)



Open Ended Comments Summary Introduction

You and your respondents had the opportunity to provide written comments online about your perceived strengths and possible development areas.

The questions were:

Please provide any written comments you have regarding what the individual could be doing more to be effective.Please provide any written comments you have regarding what the individual could be doing less to be effective.Please provide any written comments you have regarding what the individual could be doing differently to be effective.

These comments are provided on the next pages and are included verbatim without identifying the rater to ensure confidentiality.

Compare the open-ended comments provided in the next few pages with the graphs and other information provided in this feedback report.

Please keep in mind that not all comments will be easy to understand - not everyone can provide concrete, specific, non-judgmental feedback.

It is important to look for trends or themes as you read these comments - it is easy to find a single comment upsetting or even biased. However, if anumber of comments focus on a specific area you might want to place a greater emphasis of importance on the specific behaviors to change to enhanceyour overall effectiveness.

The following questions might be useful in analyzing these open-ended comments:

Are the comments consistent and reinforce the other feedback you have received?Do they add any new information or insight about your performance and effectiveness?Do you see any trends across the open-ended comments?How can you leverage your strengths?What areas are you committed to focus on as part of your executive development plan?



Open Ended Comments SummaryFeedforward: Doing More



Open Ended Comments Summary ContinuedFeedforward: Doing Less



Open Ended Comments Summary ContinuedFeedforward: Doing Differently



Development Planning Guide

Examining Your Transformational Leadership View360 Feedback Report

Your reactions to your Transformational Leadership View360 report provide insight that is useful not only in the interpretation of the results, but in decidingwhat you may do about them. Start with your feelings about the results.

If you had to select a single word or phrase to describe your emotional reaction, it would be:

What is it about your results that lead you to feel this way?

What new insights, if any, do you get from your results?

How do your perceptions compare to those of other rater groups? Are there any important trends?

What experiences or feedback from others seems very consistent with these results? What experiences or feedback from others seems very inconsistentwith these results?



Development Planning Guide Continued

Deciding What Competencies To Work On

The table below summarizes the 7 Transformational Leadership View360 competencies. Place a check next to the ones you rate as being most importantto your current position below and place a check next to those skills that the majority of others see as possible development areas. Any competency withboth columns checked suggests more critical development areas. These should be considered as part of your development action plan.

Competency Group Competency Competency ImportanceRating

Development As PerceivedBy Others

Transformational Painting a Vision

Intellectual Stimulation

Treating People as Individuals

Career and Skill Development

Transactional Goal Setting

Performance Monitoring and Control

Providing Feedback




Focusing On Development

List three scale strengths based upon your Transformational Leadership View360 results below:

1.

2.

3.

List three possible development scales based upon your Transformational Leadership View360 results below:

1.

2.

3.

Developing skills can be challenging because it almost always means replacing current behavior with a new pattern of behavior. This is not easy! Theaction planning process helps to increase your success. Research shows that desired change is more likely to be successful when:

The desired skills and behaviors are specifically definedThere is commitment and motivation to changeAn action plan is developed and shared with othersAn analysis is made of reasons for lack of successOther people support the change in observable waysThe outcomes are visible and can be measured




The action plan worksheet on the next page will assist you at developing the skills you have identified based on the results of your TransformationalLeadership View360 Questionnaire. As you begin work on your action plan, consider the following:

Focus on a single specific skill or skill areaUse the recommendations in your report as a basis for your planKeep your plan simple and put it in writingDefine how you will monitor and evaluate progress




Competency:

Development Activities: Target Dates:

Support/Resources Required:

Measures of Success:

Results Achieved:

Documents

TRANSFORMATIONAL LEADERSHIPVIEW360 - Envisia Learning · PDF fileCONFIDENTIAL Report for Chris Sample May 2 2013 TRANSFORMATIONAL LEADERSHIPVIEW360 2 Summary Feedback Report Continued